Leck St Peter's Church of England Primary School

School

Address: Leck, Via Carnforth, Lancashire, LA6 2JD Unique reference number (URN): 119535

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders provide highly effective support to help pupils attend as often as possible. This is because they take care to understand why a small minority of pupils are not able to attend school as regularly as they could. Leaders work well with parents and carers to address any barriers for attendance. As a result, attendance for the great majority of pupils is well above the national average. Vulnerable pupils' attendance is above the whole-school average. Leaders have sustained these improvements over time.

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Attendance and behaviour Strong standard

Behaviour across the school is consistently positive. Pupils are polite and respectful to staff and to one another. They play cooperatively and resolve disagreements calmly. In lessons, pupils are curious and fully engaged in their learning. Staff are calm and consistent, and pupils respond quickly to their guidance. Staff adapt their approach for pupils with additional needs. This helps them to meet the same expectations as their peers. Leaders provide focused training that helps staff to support pupils in meeting the school's high expectations for behaviour. When needed, staff give pupils timely additional support. This helps them to manage their own behaviour confidently. Bullying or any discriminatory behaviour is not tolerated and tackled swiftly by leaders.

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Achievement Expected standard

Pupils make progress from their starting points. Over time, outcomes at the end of key stage 2 have been variable. Despite this, pupils currently at the school typically develop secure knowledge across subjects. For example, older pupils have secure knowledge of science topics, such as the digestive system. Pupils leave Year 6 ready for their next stage of education. However, in some subjects, pupils do not build on their knowledge securely over time.

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Achievement Expected standard

In mathematics, many pupils have secure knowledge of multiplication facts. However, some older pupils make errors in their spelling, handwriting and grammar. These hinder their written communication across the curriculum.

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Achievement Expected standard

Pupils read with growing fluency and confidence. They enjoy a wide range of books on different topics. Pupils with special educational needs and/or disabilities and disadvantaged pupils make suitable progress from their starting points.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum across subjects. Typically, leaders have carefully considered what pupils should learn and when. Teachers have a secure knowledge of the subjects that they teach. This helps them to explain new ideas clearly. Teachers also check what pupils know and remember. In most subjects, they use this information to design tasks that are matched to the needs of pupils in their mixed-age classes. However, in some subjects, teachers do not consistently design activities that help pupils to build secure knowledge over time. This means that, in these subjects, pupils do not routinely secure new knowledge over time.

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Curriculum and teaching Expected standard

Leaders prioritise reading from the start. Staff adapt teaching for pupils with barriers to learning, including those with special educational needs and/or disabilities. They use additional resources well to support these pupils. Pupils use these resources confidently to help their understanding.

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Curriculum and teaching Expected standard

Leaders have recently made changes to the teaching of writing. As a result, teachers now spot errors in pupils' spelling, handwriting and grammar. That said, these errors are not consistently rectified for some older pupils.

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Early years Expected standard

Children make a positive start to their education. Leaders prioritise communication and language development. Adults introduce new words to children as they play. This helps children to build their vocabulary.

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Early years Expected standard

In the main, leaders have set out the knowledge that children in the early years should learn. However, in some aspects of the early years curriculum, staff are not clear about the precise knowledge to emphasise in their interactions with children. This means that, in these areas, some children do not gain the knowledge they need.

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Early years Expected standard

Staff help children to learn the sounds they need to read words accurately. Children practise reading words in books that are matched to their ability. This helps them to read with increasing fluency. Children enjoy listening to their favourite stories. Children benefit from additional support to help them to catch up quickly. Staff adapt activities for children with additional needs. This helps these children to access the same learning as their friends.

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Early years Expected standard

Staff work closely with parents and carers. They make checks to find out what children know and can do. They typically use this knowledge to plan activities that help children to learn new knowledge over time. On the whole, children are ready for the challenges of Year 1.

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Inclusion Expected standard

Leaders get to know pupils and their families quickly. This means they identify barriers to learning early and put the right support in place. Staff adjust their teaching to meet individual needs. Pupils feel confident that they will get the help they need. As a result, pupils with significant barriers to learning make suitable progress from their starting points.

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Inclusion Expected standard

Leaders use additional funding to support vulnerable pupils effectively. This helps these pupils to receive the same range of experiences as their peers. Leaders check the impact of this spending on individual pupils. They make careful adjustments so that this support has the intended impact on pupils.

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Inclusion Expected standard

Pupils' progress is checked regularly. Leaders have a secure understanding of each pupil's individual needs. When specialist advice is needed, they draw on external professionals and wider expertise. This means that pupils with the most significant needs receive well-targeted support. Vulnerable pupils are well prepared for the next stage of their learning.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths and what needs to improve further. Since taking up their roles, leaders have taken decisive action to improve the curriculum. They have also strengthened support for pupils with additional needs. Leaders provide training that helps staff to teach more effectively. For example, this has helped teachers to deliver some subjects with greater consistency. This has a positive impact on pupils' learning.

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Leadership and governance Expected standard

Leaders use additional funding to support vulnerable pupils. They direct this funding towards pupils who need it most. As leaders continue to develop the school, they are strengthening the role of subject leaders so that they can check the quality of teaching in their subjects. They also think carefully about the workload and wellbeing of staff during this period of change.

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Leadership and governance Expected standard

Governors typically fulfil their statutory duties well. For example, they understand their responsibilities for safeguarding. They typically use their visits to the school to check on leaders' priorities. This helps them to support and challenge leaders to improve the school. Governors and leaders also work closely with parents and carers, including those of pupils with additional needs. Parents value the support their children receive.

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Personal development and wellbeing Expected standard

Pupils develop a clear sense of right and wrong. They learn to respect others whose beliefs and backgrounds differ from their own. Pupils take on leadership roles, such as worship leaders, which help them to develop confidence and a sense of responsibility. Pupils have regular opportunities to reflect on their own beliefs and experiences. They appreciate their time to reflect on important questions in the school's picturesque surroundings.

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Personal development and wellbeing Expected standard

Pupils benefit from relationships and health education that is appropriate to their age and stage. This complies with statutory guidance. As a result, pupils understand what makes a healthy relationship and how to stay safe, including online. They also learn to recognise their emotions and develop resilience. This helps pupils to look after their own health. For example, they learn basic first aid. Staff provide pastoral support that is well matched to pupils' needs, including for vulnerable pupils and those with additional needs.

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Personal development and wellbeing Expected standard

Pupils develop some understanding of fundamental British values, such as democracy and the rule of law. They learn about different faiths and cultures through the school's curriculum. However, pupils' understanding of life beyond their immediate community is less developed. This sometimes limits their appreciation of the diversity of modern Britain.

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Personal development and wellbeing Expected standard

Pupils enjoy a wide range of enrichment opportunities, including sports clubs, such as tennis, music and residential visits. These residential visits help pupils to develop teamwork and resilience. Leaders track participation in residential visits and other activities so that vulnerable pupils can take part. These experiences help pupils to develop new skills and interests. Pupils benefit from visits to local secondary schools. These visits help them to prepare for the next stage of their education. Visits beyond the school's rural setting, such as to the local town, help pupils to broaden their horizons. These experiences help pupils to prepare for life in modern Britain.

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What it's like to be a pupil at this school

Leck St Peter's is a small, welcoming school where pupils are known individually by staff. This helps them to feel safe and valued. Pupils come into school happy and are keen to learn. They take pride in their work.

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What it's like to be a pupil at this school

Pupils develop knowledge across a broad curriculum. For example, older pupils can explain how rivers are formed. They enjoy choosing books and talking about the stories they have read. By the time they leave Year 6, pupils are ready for the next stage of their education. Pupils with additional needs, including vulnerable pupils, access the same curriculum as their classmates. Staff adjust their teaching so that these pupils can take part fully in lessons. They make suitable progress from their starting points.

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What it's like to be a pupil at this school

Pupils behave well and are courteous to their friends. For example, older pupils make sure that younger pupils can join in games at playtime. Pupils say that bullying is rare. Most pupils attend school regularly.

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What it's like to be a pupil at this school

Pupils enjoy a wide range of activities beyond the classroom. They take part in choir and art activities and enjoy learning about different cultures through themed days. Children in the early years are happy and settled and are generally ready for Year 1. Older pupils take on leadership roles that help them to develop confidence. The school's beautiful rural setting gives pupils wonderful opportunities for outdoor learning. These experiences help pupils to prepare for life in modern Britain.

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Next steps

Leaders should refine the early years curriculum and personal development programme so that staff are clear on the precise knowledge to teach and when. Leaders should make sure that teachers design activities that help pupils to build secure knowledge over time in some subjects. Leaders should make sure that teachers identify and rectify errors in some older pupils' spelling, handwriting and grammar so that this no longer hinders their written communication.

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About this inspection

This school is part of The Lune Valley Federation, which means other people in the federation also have responsibility for running the school. The federation is run by the

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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48

Well below average headteacher, Nicole Davison, and overseen by a federated governing body, chaired by Lesley Brookbanks.

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48

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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48

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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48

Inspectors spoke with the headteacher and other leaders during the inspection. The lead inspector spoke to representatives of the governing body, including the chair of the governing body. Inspectors engaged with pupils throughout the inspection. They also spoke to some parents and carers. They considered the responses to Ofsted’s surveys and Ofsted Parent View.

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48

The inspectors confirmed the following information about the school:

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48

A new headteacher has been appointed since the previous inspection.

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48

The school does not make use of alternative provision.

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48

The school is registered as having a Church of England religious character. It is part of the Diocese of Blackburn. It received a section 48 inspection for schools of a religious character in November 2019.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2022/23 (final) 56% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2022/23 (final) 67% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 67% 73% Close to average ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 4.6% 5.2% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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